"Workplace learning" [WPL] is the preferred generic CSU term to refer to student activities undertaken in authentic workplace settings and covers various terms that are commonly used, including work integrated learning, professional practice/experience, internships and placements.
Workplace Learning involves four key participants who have different but complementary roles and goals for Workplace Learning:
To prepare for the reality of professional practice, Workplace Learning represents a vital and irreplaceable component for a student studying to be a health professional. As working and learning are interdependent; the student by engaging with work activities learns to think, to act, to reflect and to further learn.. Knowledge creation and application is a shared activity and depends on effective participation of all involved. It is important that students, as learners, need to be self directed and motivated and that they will benefit from being self aware.
Workplace learning consists of completing relevant agreed learning task(s) that provide learning and practice in actual service settings which include community health centres, medical practices, laboratories, pharmacies, on-road with the Ambulance Service and hospitals. The key function of your workplace learning is to cement the link between knowing facts about your chosen discipline to being capable of applying those facts in authentic practice.
As workplace learning is undertaken in authentic workplace environments, it is important to highlight to both students and supervisors that learning activities undertaken in these environments will be very different to those undertaken in academic settings. WPL supervisors will often have a client load or a case load in addition to supervisory responsibilities, therefore, effective WPL outcomes often require flexibility, adaptability and innovation on the part of both students and supervisors.
It is only through engagement in professional practice that students can become fully aware of and learn to manage the complexity of professional practice. Despite the acknowledged centrality of WPL to the education of future healthcare professionals, students are often challenged by the stressful, complex, messy and unique nature of many workplaces. CSU has guidelines, policies and procedures in place to try and help minimise any anxiety or concerns about WPL that the student and supervisor may have. These can be found in the School's Workplace Learning handbook.
The subjects within the School of Biomedical Sciences which contain a work placement component are:
Bachelor of Medical Science/Bachelor of Medical Science (Clinical Physiology)
Further information for site organisations and students, including copies of the relevant forms for upcoming placements, can be found on the following pages:
|Clinical Science||Ian Reed [Orange]||02 email@example.com|
|Medical Science||Sharron Sharrock [Wagga]||02 firstname.lastname@example.org|
|Paramedics||Jillian Taylor [Bathurst]||02 email@example.com|
|Paramedics||Leslie Giblin [Bathurst]||02 firstname.lastname@example.org|
|Pharmacy||Ian Reed [Orange]||02 email@example.com|
|Pharmacy||Sharron Sharrock [Wagga]||02 firstname.lastname@example.org|